EDUC9222: Researching Play and Pedagogies Assessment

Written Pedagogy Paper Assessment 3

Rationale

The ability to articulate beliefs about learning and its relationship to development is a key professional skill for early childhood educators. This assessment provides an opportunity to develop your personal teaching philosophy, focusing on the interconnections between play, learning, and development.
You will also consider how these ideas influence pedagogical decision-making and professional advocacy within the broader education community, including families, children, and colleagues.

Task Description

You are required to complete a discussion paper (2000 words) that explores theoretical, research-based, and practical perspectives on play and pedagogy.

Choose one of the following options:

The Current State of Play in the Australian Education System

Write a discussion paper that:

• Examines what play currently looks like across birth–8 educational settings

• Reviews current research and scholarly literature on play-based learning

• Discusses key considerations in incorporating play across the birth–8 curriculum

• Explores how early childhood educators can advocate for play within this context

A Research Question on Play, Learning, and Development

Write a discussion paper that addresses a specific question you have developed about the relationship between learning, development, and teaching in the early years.

• Your question should arise from your reflections during the semester

• The question must be approved by your tutor via email before submission

Key Requirements for Both Options

Your paper should:

• Demonstrate a strong understanding of learning theories and early childhood play pedagogy

• Use current research, scholarly articles, and credible sources to support your arguments

• Refer to Australian Frameworks, Curriculum, and Policy documents, such as:

  • The Early Years Learning Framework (EYLF)

  • The Australian Curriculum (Foundation–Year 2)

  • Relevant state/territory early childhood documents

• Show a breadth of reading beyond the prescribed topic literature

• Include practical examples related to children aged birth–8, linking theory and practice

 Important Notes

• Late submissions are not eligible for resubmission if the assessment fails.

• It is crucial to submit by the due date to maintain eligibility for reassessment opportunities.

Brief summary of assessment requirements

Purpose: Develop and justify a personal teaching philosophy about the relationship between play, learning and development; demonstrate ability to turn theory into pedagogical decision-making and advocacy.
Options (choose one):

• Option 1: Discussion paper on the current state of play in the Australian education system (birth–8).

• Option 2: Discussion paper addressing a negotiated research question about learning, development and teaching in the early years. (Tutor approval required.)

Key requirements (both options):

• Demonstrate understanding of learning theory and play pedagogy.

• Use current research and credible sources; refer explicitly to Australian frameworks/curriculum/policy (e.g. EYLF, Australian Curriculum F–2).

• Show breadth of reading beyond prescribed texts.

• Include practical examples for children aged birth–8 linking theory to practice.

• Follow submission formatting (no front cover, page numbers, name footer, 12-pt font, 1.5 spacing, margins ~2.5–3 cm, word count within ±10%).

• Proofread and correctly reference using Flinders APA.
  Important: Late submissions are not eligible for resubmission if failed submit by due date.

Key pointers to cover in the paper (bullet checklist)

• Clear thesis / stance about play & learning (your philosophy).

• Overview: what play currently looks like across birth–8 settings (policy + practice).

• Theoretical grounding: Piaget, Vygotsky, Bruner, contemporary play scholars.

• Evidence base: recent research findings (play benefits, barriers, assessment issues).

• Curriculum & policy alignment: EYLF, Australian Curriculum (F–2), state documents.

• Pedagogical implications: practical strategies, scaffolding, sustained shared thinking.

• Advocacy strategies for educators (families, schools, policy).

• Concrete examples/case vignettes for birth–8 that link theory to practice.

• Critical discussion of tensions (e.g., assessment pressures vs play time).

• Conclusion with actionable recommendations and reflective statement of your philosophy.

• References: wide and current, topic textbook correctly cited.

How the academic mentor guided the student step-by-step process

Step 1 Clarify task & choose option

• Mentor reviewed the brief with the student, clarified the hurdle nature, and discussed pros/cons of Option 1 vs Option 2.

• Student selected an option (or proposed a question). If Option 2, mentor approved the question via email.

Step 2 Define scope and thesis

• Mentor helped to narrow scope (birth–8 often split into birth–3, preschool, F–2) and supported formulation of a clear thesis / position statement about play and pedagogy to anchor the paper.

Step 3 Create a structured plan / outline

• Mentor modeled an academic structure: Introduction (thesis + roadmap), Literature Review/Theoretical Framework, Policy Context, Practice Examples, Critical Discussion, Recommendations, Conclusion, References.

• Student produced a detailed outline (headings and 150–200 word notes per section) and received feedback.

Step 4 Targeted literature search

• Mentor advised on credible databases, key search terms, and prioritising recent peer-reviewed studies and Australian policy documents (EYLF, AC).

• Student compiled a reading list ensuring breadth beyond topic texts (e.g., play research, assessment critiques, pedagogical studies).

Step 5 Drafting the theoretical & policy sections

• Mentor coached the student to synthesise theories (not just describe) connect Vygotsky to co-constructive pedagogy, Piaget to stages of play, Bruner to scaffolding and curriculum spirals.

• Policy connections were drawn explicitly (e.g., how EYLF outcomes support play-based pedagogy).

Step 6 Develop practice examples and critical analysis

• Mentor encouraged using 2–3 short vignettes (birth, preschool, F–2) to concretely link theory to pedagogy.

• Student wrote critical analyses: what worked, tensions observed, and implications for teaching and advocacy.

Step 7 Recommendations & advocacy

• Mentor helped the student convert insights into practical recommendations for educators and families, and advocacy strategies for school leaders/policy (e.g., documenting play-based learning for assessments, parent education sessions).

Step 8 Revision, referencing and formatting

• Mentor checked academic tone, coherence, and argument flow; gave guidance on Flinders APA referencing and the required submission format.

• Student implemented edits, ensured word-count compliance, inserted page numbers and name footer, and prepared the final reference list on a new page.

Step 9 Proofread & final check

• Mentor performed a final read for clarity, academic rigor, and alignment with learning outcomes and APSTs. Student completed proofreading and submitted by the due date.

How the outcome was achieved (brief summary)

• Thesis clarity: Early, explicit statement of the student’s philosophy about play, learning and development provided a consistent thread.

• Evidence-informed argument: A balanced literature synthesis combined international play research with Australian curriculum/policy.

• Theory–practice links: Short case vignettes demonstrated how pedagogical choices (scaffolding, sustained shared thinking) manifest in birth–8 settings.

• Critical stance: The paper didn’t merely describe play; it critiqued barriers (assessment pressures, constrained timetables) and offered realistic advocacy strategies.

• Compliance & presentation: All submission rules (formatting, word-count tolerance, referencing) were followed, and the topic textbook was correctly cited.

Learning objectives and APSTs covered

Individual learning outcomes assessed (1–4) demonstrated by:

• Articulating a philosophy of learning and development (LO1).

• Applying learning theories to pedagogy (LO2).

• Critically analyzing research and policy (LO3).

• Designing pedagogical and advocacy recommendations linking theory to practice (LO4).

APST indicators evidenced:

• 1.1, 1.2, 1.5 knowledge of students and learning; understanding developmental stages.

• 2.1 content knowledge and pedagogy connections.

• 3.4, 3.6 planning and implementing effective teaching strategies (play-based).

• 5.1 engaging with families and community in children’s learning.

• 6.3 engaging with professional learning and applying research to practice.

Final notes 

• Keep the student voice reflective and evidence-based your philosophy should be justified by research and examples.

• Use short, focused vignettes rather than long descriptions.

• Ensure every claim about practice ties back to a theory or policy reference.

• Start early to avoid the late-submission risk (no resubmission opportunity if failed).

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